by Courtney and Sarah D. What is it? Dysgraphia is a learning disability that affects writing abilities. It can manifest itself as difficulties with spelling, poor handwriting and trouble putting thoughts on paper. Since writing requires a complex set of motor and information processing skills, saying a student has dysgraphia is not sufficient. A student with disorders in written expression will benefit from specific accommodations in the learning environment, as well as additional practice learning the skills required to be an accomplished writer. Dysgraphia can be broken down into three subtypes: dyslexic dysgraphia, dysgraphia due to motor clumsiness, and dysgraphia due to a defect in the understanding of space. In dyslexic dysgraphia, spontaneously written text is poorly legible and spelling is severely abnormal. Copying of written text is relatively preserved, however, and finger-tapping speed on a neuropsychological battery is generally normal. Dysgraphia due to motor clumsiness is associated with poorly legible spontaneously written text, preserved spelling, and poorly legible copying of written text. Finger tapping speed in such cases is generally abnormal. Dysgraphia due to a defect in understanding of space is associated with poorly legible spontaneously written text, preserved spelling, poorly legible copying of written text, and normal finger tapping speed.
Signs and Symptoms
-illegible handwriting
-tight, awkward pencil grip and body position while writing
-avoids writing
-easily tires while writing
-speaks words out loud while writing
-unfinished or omitted words in sentences
-difficulty organizing thoughts on paper
-difficulty with syntax structure and grammar
-large gap between written ideas and understanding demonstrated through speech
Strategies That Help
-avoid chastising student for sloppy, careless work
-providing alternatives to written expression
-remediation: providing instruction for improving handwriting and writing skills
-allow use of graph paper or wide-ruled paper
-suggest use of pencil grips
-provide notes or outlines for students to reduce the amount of writing
-try different pens and pencils to find one that is most comfortable
-encourage proper grip, posture and paper positioning for writing
-practice letters and numbers with smaller hand or finger motion
-use multi-sensory techniques for learning letters, shapes, and numbers. For example, speaking through motor sequences, such as “b” is “big stick do dow, circle away from my body”
-allow use of print or cursive--whichever is more comfortable
-allow extra time for written assignments
-do not judge timed assignments on neatness and spelling
-encourage use of spell checker
-have student complete written assignment in small steps--rather than all at once
Misconceptions People with dysgraphia have much more difficulty with writing than others, but their abilities in other areas may be average or better. They are at-risk for being seen as lazy and careless with their work because of frustration and fatigue they experience when putting forth the effort it takes for them to complete seemingly easy tasks. Educators must provide positive learning experiences for them to help maintain their self-esteem and motivation.
Accommodations for Individual Students When considering accommodations, consider the rate of producing written work, the volume of the work to be produced, the complexity of the writing task, the tools used to produce the written product, and the format of the product. Change the demands of writing rate by allowing more time for written tasks including note-taking, copying, and testing. Teachers should allow students with dysgraphia to begin projects or assignments early. Also include time in the student’s schedule for being a library or office assistant that could also be used for catching up or getting ahead on written work, or doing alternative activities related to the materials being learned. Encourage students to learn keyboarding skills to increase the speed and legibility of written work. Adjusting the volume of work that you are requiring students to complete. Instead of having the students write a complete set of notes, provide a partially completed outline so the students can fill in the details under major headings. Allow the student to dictate some assignments or test. Take away neatness and spelling as grading criteria for some assignments, or design assignments to be evaluated on specific parts of the writing process. Reduce copying aspects of work; for example, in Math, provide a worksheet with the problems already on it instead of having the student copy the problems. Change the complexity of the task. Have a “writing binder” option that could include a model of cursive or print letters on the inside cover. Also a laminated template of the required format for written work. Make a cut out where the name, date, and assignment would go and model it next to the cutout. Three-hole punch it and put it into the binder on top of the student’s writing paper. Then the student can set up his paper and copy the heading information in the holes, then flip the template out of the way to finish the assignment. This can be done with worksheets as well.
Modifying Curriculum
For a student with dysgraphia, a teacher would have to modify the writing curriculum. The most important modifications would be the pace of assignments. The student with dysgraphia should be expected to turn in written assignments. However, this student should be allotted more time to complete it. Perhaps the student with dysgraphia could start the assignment earlier than his/her classmates, or be allowed to turn it in later. Due to both difficulty and frustration with writing, the student will need time. This is very important. Rather than assigning essays or lengthy writing assignments, the student could write a paper composed of bullets (like a list) or create an outline. Sometimes assignments like these help the student organize their thoughts and write simultaneously.
by Courtney and Sarah D.
What is it?
Dysgraphia is a learning disability that affects writing abilities. It can manifest itself as difficulties with spelling, poor handwriting and trouble putting thoughts on paper. Since writing requires a complex set of motor and information processing skills, saying a student has dysgraphia is not sufficient. A student with disorders in written expression will benefit from specific accommodations in the learning environment, as well as additional practice learning the skills required to be an accomplished writer.
Dysgraphia can be broken down into three subtypes: dyslexic dysgraphia, dysgraphia due to motor clumsiness, and dysgraphia due to a defect in the understanding of space.
In dyslexic dysgraphia, spontaneously written text is poorly legible and spelling is severely abnormal. Copying of written text is relatively preserved, however, and finger-tapping speed on a neuropsychological battery is generally normal.
Dysgraphia due to motor clumsiness is associated with poorly legible spontaneously written text, preserved spelling, and poorly legible copying of written text. Finger tapping speed in such cases is generally abnormal.
Dysgraphia due to a defect in understanding of space is associated with poorly legible spontaneously written text, preserved spelling, poorly legible copying of written text, and normal finger tapping speed.
Signs and Symptoms
-illegible handwriting
-tight, awkward pencil grip and body position while writing
-avoids writing
-easily tires while writing
-speaks words out loud while writing
-unfinished or omitted words in sentences
-difficulty organizing thoughts on paper
-difficulty with syntax structure and grammar
-large gap between written ideas and understanding demonstrated through speech
Strategies That Help
-avoid chastising student for sloppy, careless work
-providing alternatives to written expression
-remediation: providing instruction for improving handwriting and writing skills
-allow use of graph paper or wide-ruled paper
-suggest use of pencil grips
-provide notes or outlines for students to reduce the amount of writing
-try different pens and pencils to find one that is most comfortable
-encourage proper grip, posture and paper positioning for writing
-practice letters and numbers with smaller hand or finger motion
-use multi-sensory techniques for learning letters, shapes, and numbers. For example, speaking through motor sequences, such as “b” is “big stick do dow, circle away from my body”
-allow use of print or cursive--whichever is more comfortable
-allow extra time for written assignments
-do not judge timed assignments on neatness and spelling
-encourage use of spell checker
-have student complete written assignment in small steps--rather than all at once
Misconceptions
People with dysgraphia have much more difficulty with writing than others, but their abilities in other areas may be average or better. They are at-risk for being seen as lazy and careless with their work because of frustration and fatigue they experience when putting forth the effort it takes for them to complete seemingly easy tasks. Educators must provide positive learning experiences for them to help maintain their self-esteem and motivation.
Accommodations for Individual Students
When considering accommodations, consider the rate of producing written work, the volume of the work to be produced, the complexity of the writing task, the tools used to produce the written product, and the format of the product.
Change the demands of writing rate by allowing more time for written tasks including note-taking, copying, and testing. Teachers should allow students with dysgraphia to begin projects or assignments early. Also include time in the student’s schedule for being a library or office assistant that could also be used for catching up or getting ahead on written work, or doing alternative activities related to the materials being learned. Encourage students to learn keyboarding skills to increase the speed and legibility of written work.
Adjusting the volume of work that you are requiring students to complete. Instead of having the students write a complete set of notes, provide a partially completed outline so the students can fill in the details under major headings. Allow the student to dictate some assignments or test. Take away neatness and spelling as grading criteria for some assignments, or design assignments to be evaluated on specific parts of the writing process. Reduce copying aspects of work; for example, in Math, provide a worksheet with the problems already on it instead of having the student copy the problems.
Change the complexity of the task. Have a “writing binder” option that could include a model of cursive or print letters on the inside cover. Also a laminated template of the required format for written work. Make a cut out where the name, date, and assignment would go and model it next to the cutout. Three-hole punch it and put it into the binder on top of the student’s writing paper. Then the student can set up his paper and copy the heading information in the holes, then flip the template out of the way to finish the assignment. This can be done with worksheets as well.
Modifying Curriculum
For a student with dysgraphia, a teacher would have to modify the writing curriculum. The most important modifications would be the pace of assignments. The student with dysgraphia should be expected to turn in written assignments. However, this student should be allotted more time to complete it. Perhaps the student with dysgraphia could start the assignment earlier than his/her classmates, or be allowed to turn it in later. Due to both difficulty and frustration with writing, the student will need time. This is very important. Rather than assigning essays or lengthy writing assignments, the student could write a paper composed of bullets (like a list) or create an outline. Sometimes assignments like these help the student organize their thoughts and write simultaneously.
Resources for Additional Information
http://www.resourceroom.net/readspell/dysgraphia.asp
http://www.dyslexia-ca.org/dysgraphiadefinition.html
http://learningdisabilities.about.com/od/learningdisabilitybasics/p/dysgraphia.htm
http://www.margaretkay.com/Dysgraphia.htm
http://www.Idinfo.com/dysgraphia.html